This post outlines my problem-solving techniques, and offers some tips for improving interaction in teen classes.
It’s only a few weeks into term, but I’m revisiting familiar issues with my new teen classes:
Why are they so timid? Why won’t they volunteer answers during class discussion? Why won’t they share ideas when nominated? Why won’t they interact in pairs? Am I putting too much pressure on them so early into the term? How can I stop them speaking together in their L1? Should I always stop them speaking in their L1?(more…)
I had my first lesson observation at the British Council Bangkok the other day. I still have a job, woohoo!
I got some very surprising feedback from my line manager: ‘your board work was a real strength’. Boardwork? Strength?! I did NOT expect that! However, I do think my whiteboard work has improved a bit over the last year for a few reasons. (more…)
Here’s the last of my online quizzes for now, although plenty more will follow as they’re fun to make! This time, Second Language Acquisition (SLA). You’ll find questions covering things like the Accommodation theory, Acculturation Model and Universal Grammar. I hope it helps.
I’ll make a Part 2 to this quiz soon as there’s plenty more to cover. If you have any requests for a particular quiz, just ask.
How do you develop as a teacher? Do you rely on observations from peers or senior staff to tell you what you need to improve on? Do you evaluate and reflect on your own lessons? If so, do you do this informally or formally? Do you find that observing other teachers informs your practice? Do you read any ELT theory books or research articles?
There are plenty of ways I could improve my own teaching, but not all of them are within my control. I was thinking about why I struggle to develop as a teacher, and came up with these reasons: (more…)
Last week my boss Martin Sketchley (eltexperiences) was sitting next to me compiling his list of recommended reading for the CELTA. It made me think about resource and reference books in general, and how I use them. I thought it would be an interesting self-development task to look at the last 10 ELT books I used, and explore what they tell me about my teaching. (more…)
I found ‘Phonological Theory in Classroom Practice’ the most useful module on the DipTESOL. It really encourages you to try out new activities and integrate phonology into your lessons. During the final assessment for the module (which is a 30-minute interview), the examiner asked me a fair few questions on phonology in my own practice. I came out of the interview thinking this:
‘Phew, I’m glad I actually tried all that stuff out in class so I had something to talk about!’
My advice is to experiment with phonology based activities a lot during the course. Below I’ve listed a few tips to help you integrate phonology into your practice. These are all based on my experience during the 9 month distance DipTESOL course. It’s only a small insight into this topic, but I hope it gives you a few ideas. (more…)